New York University’s Metro Center designed this tool to help parents, teachers, students, and community members determine the extent to which their schools’ English Language Arts curricula are (or are not) culturally responsive. This process provokes thinking about how students should learn, what they should learn, and how curriculum can be transformed to engage students effectively.
J. Bryan-Gooden, M. Hester, & L. Q. Peoples. (2023). Culturally Responsive ELA Curriculum Scorecard. New York: Metropolitan Center for Research on Equity and the Transformation of Schools, New York University. Accessed March 25, 2024.
The tool created by NYU Metro Center aims to assist parents, teachers, students, and community members in evaluating the cultural responsiveness of their schools' English Language Arts curricula. Through this process, we aim to stimulate reflection on optimal learning approaches, content, and methods to enhance student engagement. Our tool draws upon diverse resources such as multicultural rubrics, anti-bias rubrics, textbook evaluations, and standards for culturally inclusive education. We have enriched these resources with supplementary questions to offer a thorough assessment tool. For complete information on the development of this tool, please refer to the Scorecard Development section at bit.ly/CRCScorecard.
Citation: Bryan-Gooden, J., M. Hester, and L. Q. Peoples. 2023. Culturally Responsive ELA Curriculum Scorecard. New York: Metropolitan Center for Research on Equity and the Transformation of Schools, New York University.
Students of color, especially Black males identified as having emotional behavior disorders (EBD), are overrepresented in exclusionary practices. Exclusionary practices, such as in-school suspension, out-of-school suspension, and expulsion, negatively impact academic and social–emotional–behavioral outcomes for all students, especially students with EBD. This article identifies the overlapping principles of culturally responsive teaching and culturally responsive pedagogy as theorized by Gay and Ladson-Billings so that teachers of students of color identified with EBD can better support the specific learning needs of their students. These principles are explicitly applied to behavior-specific praise and error corrections, two evidence-based classroom behavioral management practices.
Power, M. E., Kelley, M. H., Selders, K. J., & Green, A. L. (2023). Culturally Responsive Evidence-Based Practices for Black Males with Emotional Behavioral Disorders. Intervention in School and Clinic, 0(0
Integrating brain science, culture, and learning, Hammond provides information on using information processing to improve capacity for learning.
Hammond, Zaretta. 2015. Culturally Responsive Teaching & the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Thousand Oaks, CA: Corwin.
The book presents well researched theories and examples of culturally relevant pedagogy in action. The book is useful to practitioners because it provides suggestions and tools for teachers to apply CR practices to their classrooms.
Gay, G. Culturally Responsive Teaching: Theory, Research, and Practice. New York, NY: Teachers College Press, 2000.
The Culturally Responsive-Sustaining Education (CR-SE) self-assessment was designed to support districts to develop and invest in culturally responsive school environments for every child. The CR-SE self-assessment supports the effort to make CR-SE systemic and sustaining by by outlining the beliefs, policies and practices critical to building and fostering culturally responsive and sustaining learning environments.
Swier, Reed, Maria Hernandez, and David Lopez. 2021. Culturally Responsive-Sustaining Education Comprehensive District Self-Assessment. New York: Metropolitan Center for Research on Equity and the Transformation of Schools, New York University,
https://steinhardt.nyu.edu/sites/default/files/2021-09/CRSE%20District%20Self%20Assesment%20final-Fillable-ToUpload.pdf (accessed January 30, 2023).
The article describes ways in which students with disabilities have been perceived in practice. It is useful for practitioners that seek to reflect on commonly held perceptions about race and disability and how these ideas can influence practice.
Harry, B. and Klingner, J. “Discarding the Deficit Model.” Educational Leadership. 64(5), 2007: 16-21.
Disrupting Inequities: A Call for Interruption and Transformation was presented by Dr. Gregory Peters on March 15, 2017. This webinar is presented to you via the State Performance Plan Technical Assistance Project (SPPTAP) and the Napa County Office of Education with funding from the California Department of Education.
Peters, Gregory (2017). Disrupting Inequities: A Call for Interruption and Transformation. Napa, CA: State Performance Plan Technical Assistance Project.
Published on August 28, 2013
Distinguishing Linguistic and Cultural Differences From Disability Presented by Alba A. Ortiz, Ph.D. This webinar is presented via the State Performance Plan Technical Assistance Project (SPPTAP) and the Napa County Office of Education with funding from the California Department of Education.
Ortiz, Alba. 2013. Distinguishing Linguistic and Cultural Differences From Disability. State Performance Plan Technical Assistance Project.
Equity by Design was presented by Dr. Nancy Dome on May 22, 2018. During this webinar Dr. Dome provided concrete steps for educational organizations to follow as they intentionally and proactively embed equity into all aspects of their institutions. The session included activities to develop skills and push thinking; and provided tangible next steps to embed "Equity by Design."
Dome, Nancy. 2018. "Equity by Design." State Performance Plan Technical Assistance Project.
